What A Science Teacher At Education For Change Wishes They Had Known Before Entering Education
Christina, a science teacher, learned that successful educators prioritize being "a trusted adult" over being "a friend" to students, a lesson learned through initial struggles with establishing classroom expectations. The most impactful takeaway was that holding students to high expectations, even if met with initial frustration, ultimately fosters growth and leads to future gratitude— "they'll come and visit you and they'll be like You knew what was up?"
Education, Mentorship, Classroom Management, Student Development, High Expectations
Advizer Information
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Job Title
Company
Undergrad
Grad Programs
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Christina Craig
Science Teacher
Education for Change
UC Davis 2015
Loyola Marymount University - Masters in Urban Education
Psychology
Education, Nonprofit, Foundations & Grantmaking
Education
Took Out Loans, Worked 20+ Hours in School, First Generation College Student
Video Highlights
1. The most important thing is to be a trusted adult, not a friend, to your students.
2. High expectations are key to student growth and success; students may be frustrated in the moment, but will appreciate it later.
3. First-year teachers should focus on helping students grow and succeed, rather than trying to befriend them. It is okay to set high expectations and enforce them to help students reach their full potential.
Transcript
What have you learned about this role that you wish someone would have told you before you entered the industry?
I remember when I was a student, I had teachers who were really strict. It's like, man, that teacher is so strict, so annoying. Then you had teachers who were super lax and chill, like, "It's cool, I'm your friend." As a kid, you're like, "Oh, that was the cool teacher."
I wish someone had told me that's the person you don't want to be when you are an educator. It is important to be a trusted adult for your students, not a friend. I think my first year of teaching, I went into it wanting to be like those teachers I had.
I wanted to be the cool teacher that my students liked. I wanted them to have fun and always want to be in my class. I equated that with them thinking I was cool, and I equated that with success. That was not the case at all.
Those strict teachers I had, they knew what was up. You might have kids who get irritated with you, saying, "You always make me do this," or "You always get me in trouble." It's like, no, I'm holding you to high expectations because I know you can do it.
I wish someone had told me from day one: Don't try to be their friend. You are their teacher. You are there to help them grow as an individual and find their own success. If you try to be their friend, you won't hold them to the expectations they should be held to, and you won't help them grow in the ways they need to.
My first couple of years were rough because I went in with that mindset. I wish I had gone in with less of that mindset and more of, "I'm going to help these students grow and be successful," not "I want to be their friend." What they need is not always what they realize they need.
They might get irritated with you, asking why you're always doing this and telling them to do that. Many families say, "I do it because I care." I've said that many times in my classroom. I'm not asking you to double-check your work because I want to be annoying or nitpick. I'm doing it because I know what you're capable of and I know you can do better.
So, anyone out there trying to become a teacher, it's okay to not be their friend. You are their teacher, their educator. Help them grow. Help them find that success. In the moment, they may be frustrated with you, but then a couple of years down the line, they'll come visit you and say, "You knew what was up." And it's like, "Yep, I did."
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